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Tables: 1 6 Cryotherapy and recovery from soccer 2 MANUSCRIPT TITLE:The effects of a single whole body cryotherapy exposure on physiological, performance and perceptual responses of professional academy soccer players following repeated sprint exercise RUNNING TITLE: Cryotherapy and recovery from soccerCryotherapy and recovery from soccer 3 ABSTRACT 7In professional youth soccer players, the physiological, performance and perceptual effects of a single 8 whole body cryotherapy (WBC) session performed shortly after repeated sprint exercise were 9 investigated. In a randomized, counter-balanced and crossover design, 14 habituated English Premier 10League academy soccer players performed 15 x 30 m sprints (each followed by a 10 m forced 11 deceleration) on two occasions. Within 20 min of exercise cessation, players entered a WBC chamber 12 (Cryo: 30 s at -60°C, 120 s at -135°C) or remained seated (Con) indoors in temperate conditions 13 (~25°C). Blood and saliva samples, peak power output (countermovement jump) and perceptual 14 indices of recovery and soreness were assessed pre-exercise and immediately, 2 h and 24 h post-15 exercise. When compared to Con, a greater testosterone response was observed at 2 h (+32.5 ± 32.3 16 pg•ml

A study comparing the effects of a full-time mainstreaming approach for handicapped students with a resource room approach for similar students is reported. Results of the study suggest that the full-time mainstreaming approach, known as the Adaptive Learning Environments Model, exceeds the resource room approach in attaining desirable classroom processes, student attitudes, and student achievement in basic skills.

This study was designed to document, four years later, the progress of 52 LD adolescents who entered a special education program in the ninth grade. The sample were “typical” LD adolescents: old for their grade placement, with severe reading retardation and moderate math retardation. Theoretically, these students should have been in 12th grade at the time of follow—up. In fact, 16 were still enrolled in a special education high school program; seven were still in high school but in regular classes full—time; twenty—four had stopped attending high school; and five could not be located. Thirty—four students (all those still in school and 11 of the dropouts) were retested on academic skills. Results indicated impressive gains for all students although approximately half the achievement growth had taken place in the first year of the LD program. The 11 dropouts were also interviewed about the circumstances of their school leaving. A majority reported that they had been encouraged to leave school before graduation because of persistent, academic, behavior and attendance problems. Data available to the school district at the time of placement into the ninth—grade special education program were utilized in a step—wise discriminant analysis, for predicting status at follow—up. The discriminant analysis was quite poor at identifying students who would leave school.